(1) (a) The department shall create and maintain a publicly available resource bank of materials pertaining to computer science courses and programs. At a minimum, the resource bank must include sample academic content standards for computer science education, sample programs of instruction for computer science, samples of computer science learning resources, and sample materials for professional educator development in teaching computer science. The department shall ensure that the materials included in the resource bank represent the best practices in teaching computer science and shall seek input from experts in the area of computer science in creating and compiling the materials.
(b) The department shall ensure that the resource bank is available for access by school districts, charter schools, boards of cooperative services, and the public by July 1, 2018.
(c) The department shall implement the provisions of this section to the fullest degree possible within existing resources. The department may contract with one or more entities in implementing this section.
(2) A school district, charter school, or board of cooperative services may choose whether to provide classes in computer science and whether to use the materials in the resource bank to provide those classes.
(3) The resource bank may also identify existing resources and tools that provide opportunities for industry experts in computer science and technology to be paired with a teacher in the classroom to co-teach courses in computer science. The resource bank may also include a listing of schools and school districts that are interested in finding industry experts who wish to volunteer to co-teach computer science courses, and a listing of industry experts who are interested in volunteering to co-teach computer science courses.
(4) The department may seek, accept, and expend gifts, grants, or donations from private or public sources for the purposes of this section. The department shall not create the resource bank pursuant to this section unless the department receives sufficient gifts, grants, or donations to implement this section.
Source: L. 2017: Entire section added, (HB 17-1184), ch. 145, p. 487, � 3, effective August 9.
Cross references: For the legislative declaration in HB 17-1184, see section 1 of chapter 145, Session Laws of Colorado 2017.
22-2-127.7. Marijuana education materials - resource bank - technical assistance. (1) (a) The department, with assistance from the department of public health and environment, shall create and maintain a resource bank of evidence-based, research-based, and promising program materials and curricula pertaining to marijuana, which materials and curricula may be used in elementary and secondary schools in the state. In creating the resource bank and curricula, the department, with the marijuana educational oversight committee established pursuant to section 24-20-112 (4), shall solicit input from persons both inside and outside of the marijuana industry. Subject to available appropriations, the department shall solicit requests for information and may contract for:
(I) The organization and enhancement of the resource bank, including materials on the prevention of marijuana use and education on medical and retail marijuana;
(II) The development of marijuana curricula for schools and providing such curricula to schools; and
(III) Training for educators and school staff concerning marijuana.
(b) The resource bank created pursuant to subsection (1)(a) of this section may be known as the Jack Splitt Memorial Marijuana Resource Bank.
(2) On and after July 1, 2017, the department shall make material in the resource bank available without charge to school districts, charter schools, and boards of cooperative services. At the request of a school district, charter school, or board of cooperative services, the department shall provide technical assistance to the school district, charter school, or board of cooperative services in designing age-appropriate curricula pertaining to marijuana use.
(3) After the resource bank and curricula are available, school districts, charter schools, and boards of cooperative services are encouraged to report to the department on the effectiveness of the resource bank and curricula and to recommend changes to improve the resource bank or curricula. The department is encouraged to update the resource bank and curricula based on recommendations from school districts, charter schools, and boards of cooperative services.
Source: L. 2017: Entire section added, (SB 17-025), ch. 306, p. 1661, � 1, effective June 2.
22-2-127.8. Social media impacts on mental health education literacy - resource bank - technical assistance - reporting - definition. (1) (a) The department shall create and maintain a resource bank of existing evidence-based, research-based scholarly articles and promising program materials and curricula pertaining to the mental and physical health impacts of social media use by youth, internet safety, and cybersecurity. The department shall convene a temporary stakeholder group to assist with the creation and development of a plan for ongoing maintenance of the resource bank by the department. The stakeholder group shall also identify avenues for informing local education providers, parents, youth, and the public about the resource bank. The materials and curricula may be used in elementary and secondary schools in the state. To the extent possible, the resource bank materials, scholarly articles, and curricula must be youth-friendly, culturally sensitive, and available in both English and Spanish, and may include internet links to scholarly articles, resources, and materials about the mental and physical health impacts of social media use, internet safety, and cybersecurity from entities that the department finds reliable.
(b) To create the resource bank described in subsection (1)(a) of this section, the department shall convene a temporary stakeholder group to identify the scholarly articles, materials, and curricula that will be a part of the resource bank.
(c) The stakeholder group must consist of no more than fifteen members, including a department representative and, when possible, a person or people representing each of the following: Educators; school mental health professionals; parents; youth between the ages of eighteen to twenty-five; public health advocacy non-profits; an expert in technology such as a cybersecurity expert, a representative from a technology industry association, or a technology engineer; and youth mental health professionals such as a social worker, a child adolescent psychiatrist, or other professional specializing in youth mental health.
(d) When possible, as part of the resource bank, the department, with assistance from the stakeholder group, shall identify what grade or age-group materials are appropriate for, and when possible, when a material could be used for a standard within the comprehensive health education standards.
(2) On and after July 1, 2025, the department shall make the materials in the resource bank available without charge to local education providers, professional educators, parents or guardians of youth, students, and community providers. A local education provider is not required to adopt or implement any material or curricula from the resource bank. At the request of a local education provider, the department shall provide technical assistance to the local education provider in designing age-appropriate curricula pertaining to mental health.
(3) The materials and resources in the resource bank that are available to youth must be developed and updated with input from youth.
(4) Local education providers are encouraged to report to the department on the effectiveness of the resource bank materials and curricula and to recommend changes to improve the materials and curricula. The department is encouraged to update the resource bank materials and curricula based on recommendations from local education providers, professional educators, parents or guardians of youth, students, and community providers.
(5) The department shall collect disaggregated data on how often the materials and curricula are accessed and include that information at the department's annual SMART Act hearing held pursuant to part 2 of article 7 of title 2.
(6) As used in this section, unless the context otherwise requires, local education provider means a school district, a charter school authorized by a school district pursuant to part 1 of article 30.5 of this title 22, a charter school authorized by the state charter school institute pursuant to part 5 of article 30.5 of this title 22, the Colorado school for the deaf and the blind authorized pursuant to section 22-80-102, an approved facility school as defined in section 22-2-402, or a board of cooperative services created and operating pursuant to article 5 of this title 22 that operates one or more public schools.
Source: L. 2024: Entire section added, (HB 24-1136), ch. 460, p. 3186, � 2, effective August 7.
Cross references: For the legislative declaration in HB 24-1136, see section 1 of chapter 460, Session Laws of Colorado 2024.
22-2-127.9. Mental health education literacy - resource bank - technical assistance. (1) The department, with assistance from the office of suicide prevention created pursuant to section 25-1.5-101 (1)(w)(I), the Colorado youth advisory council created pursuant to section 2-2-1302, and the suicide prevention commission created pursuant to section 25-1.5-111, shall create and maintain a resource bank of evidence-based, research-based, and promising program materials and curricula pertaining to mental health and comprehensive suicide prevention, as that term is defined in section 25-1.5-112. These materials and curricula may be used in elementary and secondary schools in the state. The resource bank and curricula must be youth-friendly, culturally sensitive, and available in both English and Spanish. In creating the resource bank and curricula, the department may provide internet links to resources and materials pertaining to mental health available from other entities that the department finds reliable. Additionally, the department shall solicit input from persons, including youth, within and outside of the mental health profession, including both community and school mental health professionals. Subject to available appropriations, the department shall solicit requests for information and may contract for:
(a) The organization and enhancement of the resource bank, including materials on the prevention of suicide, the after-effects of suicide attempts and suicide deaths, and postvention training, and education on mental and behavioral health;
(b) The development of mental and behavioral health and suicide prevention, intervention, and postvention curricula for schools and providing such curricula to schools; and
(c) Training for educators and school staff concerning mental and behavioral health and suicide prevention.
(2) On and after July 1, 2020, the department shall make material in the resource bank available without charge to school districts, charter schools, institute charter schools, boards of cooperative services, professional educators, parents or guardians of youth, students, and community providers. At the request of a school district, charter school, institute charter school, or board of cooperative services, the department shall provide technical assistance to the school district, charter school, institute charter school, or board of cooperative services in designing age-appropriate curricula pertaining to mental health.
(3) The materials and resources available to students must be developed and updated with input from youth.
(4) School districts, charter schools, institute charter schools, and boards of cooperative services are encouraged to report to the department on the effectiveness of the resource bank and curricula and to recommend changes to improve the resource bank or curricula. The department is encouraged to update the resource bank and curricula based on recommendations from school districts, charter schools, institute charter schools, boards of cooperative services, professional educators, parents or guardians of youth, students, and community providers.
Source: L. 2019: Entire section added, (HB 19-1120), ch. 197, p. 2149, � 4, effective May 16. L. 2021: (1) amended, (HB 21-1119), ch. 49, p. 206, � 2, effective September 7.
Cross references: For the legislative declaration in HB 19-1120, see section 1 of chapter 197, Session Laws of Colorado 2019. For the legislative declaration in HB 21-1119, see section 1 of chapter 49, Session Laws of Colorado 2021.
22-2-128. Department of education - reciprocal agreements with adjacent states - report. (1) The department shall, to the extent that each state that is adjacent to Colorado is agreeable, negotiate a reciprocal agreement with each such state to allow a child who is a resident of one state to attend a public school in the other state without paying tuition when the geographic conditions or distances are such that it would be impracticable for the child to attend the schools of his or her own state.
(2) On or before January 31, 2007, the department shall submit to the education committees of the house of representatives and the senate, or any successor committees, a report that includes but need not be limited to a list of the states that are adjacent to Colorado that have entered into a reciprocal agreement with Colorado pursuant to subsection (1) of this section.
Source: L. 2006: Entire section added, p. 662, � 5, effective April 28.
22-2-129. Department of education - approved supplemental education services providers - list. (Repealed)
Source: L. 2007: Entire section added, p. 408, � 1, effective August 3. L. 2024: Entire section repealed, (HB 24-1450), ch. 490, p. 3413, � 32, effective August 7.
22-2-130. Supplemental online education grant program - legislative declaration - definitions - creation - eligibility - award - fund. (1) The general assembly finds that:
(a) Online education courses that are supplemental to the education program provided by a school district, charter school, or BOCES are a valuable resource for schools because they allow a school district, charter school, or BOCES to provide a much richer, more varied curriculum of courses for students at all levels of achievement. Further, enrollment in such courses decreases the need for college remediation and helps prepare students to meet higher education admission guidelines.
(b) Although small or rural school districts, charter schools, and BOCES may have the greatest need for supplemental online education, these school districts, charter schools, and BOCES may face financial or technical barriers when attempting to provide supplemental online education courses to their students. Often these barriers are conquerable but out of reach for these school districts, charter schools, and BOCES.
(b.5) Educational programs provided for students in out-of-home placement or through day treatment facilities are generally small and have difficulty accessing resources or employing a large number of teachers. Supplemental online education courses are especially helpful and necessary for facility schools to enable them to provide a much wider variety of courses and to help their students meet graduation standards.
(c) It is therefore in the best interests of the state to help small or rural school districts, charter schools, BOCES, and facility schools provide supplemental online education courses to their students by allowing these school districts, charter schools, facility schools, and BOCES to apply for grants to help them overcome their financial and technical barriers.
(2) As used in this section, unless the context otherwise requires:
(a) BOCES means a board of cooperative services created pursuant to article 5 of this title, all member school districts of which are eligible school districts.
(b) Eligible charter school means:
(I) A charter school that is authorized by an eligible school district pursuant to part 1 of article 30.5 of this title and that does not operate an online program or as an online school; or
(II) An institute charter school that is authorized pursuant to part 5 of article 30.5 of this title, that enrolls fewer than three thousand students, as determined by the institute charter school's pupil enrollment certified by the state charter school institute on behalf of the institute charter school to the state board pursuant to section 22-30.5-513 (3)(a), and that does not operate an online program or as an online school.
(c) Eligible school district means a school district that does not export an online program or online school to students receiving the program at a location outside of the school district's geographic boundaries and that enrolls fewer than three thousand students, as determined by the school district's pupil enrollment certified to the state board pursuant to section 22-54-112.
(c.5) Facility school means an approved facility school as defined in section 22-2-402 (1).
(d) Grant program means the supplemental online education grant program created in subsection (3) of this section.
(e) Provider means an entity that sells supplemental online education courses that are taught by employees of the provider who are teachers licensed in Colorado pursuant to article 60.5 of this title.
(f) Supplemental online education course means an education course that is:
(I) Taught by a teacher who is licensed pursuant to article 60.5 of this title;
(II) Delivered via an internet format to one or more students at a location that is remote from the delivery point; and
(III) Purchased by an eligible school district, eligible charter school, BOCES, or facility school from a provider to augment the education program provided by the eligible school district, eligible charter school, BOCES, or facility school.
(3) There is hereby created the supplemental online education grant program to assist an eligible school district, an eligible charter school, a BOCES, or a facility school in providing supplemental online education courses to students. Subject to available appropriations, the state board shall award grants pursuant to this section to assist eligible school districts, eligible charter schools, BOCES, and facility schools in removing financial and technical barriers to providing supplemental online education courses. Grants awarded pursuant to this section shall be used for one or more of the following purposes:
(a) As additional reimbursement for the cost of purchasing supplemental online education courses; or
(b) To increase the eligible school district's, eligible charter school's, BOCES's, or facility school's ability to access supplemental online education courses by:
(I) Providing technical equipment or hiring technical specialists to audit and configure computer networks;
(II) Providing staff development and training for on-site personnel; or
(III) Providing financial assistance to help hire site coordinators or other personnel needed to facilitate online access.
(4) An eligible school district, an eligible charter school, a BOCES, or a facility school may apply to the department, in accordance with the procedures and time frames adopted by rule of the state board pursuant to subsection (5) of this section, to receive moneys through the grant program. The department shall administer the grant program as provided in this section.
(5) The state board shall promulgate rules specifying the procedures and time frames for applying for a grant, the form of the grant application, the information to be provided by the applicant, and any criteria for awarding grants that are in addition to those specified in paragraph (b) of subsection (6) of this section.
(6) (a) The department shall review each grant application received pursuant to this section and shall make recommendations to the state board concerning whether the grant should be awarded and the amount of the grant.
(b) In selecting grant recipients, the state board shall give priority to grant applications from eligible school districts, eligible charter schools, BOCES, or facility schools that have been financially or technologically unable to provide supplemental online education courses in the past and that demonstrate the greatest need for a grant to be able to begin providing supplemental online education courses. In addition, the state board shall consider:
(I) The degree to which students enrolled in the eligible school district or eligible charter school, or in a school operated by a BOCES or in a facility school require supplemental online education courses to be able to meet the higher education admission standards adopted by the Colorado commission on higher education; and
(II) Other revenue sources available to the eligible school district, eligible charter school, BOCES, or facility school to assist in overcoming the financial and technological barriers to providing supplemental online education programs.
(c) A grant awarded pursuant to this section shall not exceed five thousand dollars in a fiscal year. An eligible school district, an eligible charter school, a BOCES, or a facility school may receive grants in consecutive years.
(7) (a) The general assembly shall annually appropriate to the department of education, from federal mineral leasing revenues transferred to the state public school fund pursuant to section 34-63-102, C.R.S., and section 22-54-114 (1), an amount to be used for purposes of this section.
(b) The department may expend up to two percent of the moneys annually appropriated for the grant program to offset the direct and indirect costs incurred in implementing the grant program pursuant to this section.
(8) Repealed.
Source: L. 2007: Entire section added, p. 1096, � 2, effective May 23. L. 2008: (1)(b.5) and (2)(c.5) added and (1)(c), (2)(f)(III), (3), (4), (6)(b), and (6)(c) amended, pp. 1382, 1383, �� 5, 6, effective May 27. L. 2010: (8) repealed, (HB 10-1037), ch. 43, p. 169, � 1, effective March 29. L. 2012: (2)(b) and (2)(c) amended, (HB 12-1240), ch. 258, p. 1313, � 21, effective June 4.
22-2-131. Data technology system - comprehensive review - requirements - report - repeal. (Repealed)
Source: L. 2007: Entire section added, p. 1056, � 2, effective July 1.
Editor's note: Subsection (6) provided for the repeal of this section, effective July 1, 2008. (See L. 2007, p. 1056.)
22-2-132. Department of education - career and technical education authorization - rules. (1) In accordance with the state plans for occupational education that the state board for community colleges and occupational education adopts pursuant to section 23-60-304, C.R.S., the department shall issue authorizations to teachers of occupational subjects, teacher-trainers, supervisors, directors, occupational counseling specialists, and others who have responsibilities in connection with occupational education at the secondary level. Before issuing an authorization pursuant to this section, the department shall determine that the person applying for the authorization meets the minimum qualifications that the state board for community colleges and occupational education establishes pursuant to section 23-60-304 (3)(a), C.R.S. A person who is required by law to obtain an educator license or authorization pursuant to article 60.5 of this title may obtain a career and technical education authorization pursuant to section 22-60.5-111 (9) rather than an authorization pursuant to this section.
(2) (Deleted by amendment, L. 2015.)
(3) The state board of education shall promulgate such rules as may be necessary to implement this section. At a minimum, the rules must establish the amount of and procedures for the department to collect a fee for issuing an authorization pursuant to this section and section 22-60.5-112.
Source: L. 2008: Entire section added, p. 909, � 1, effective May 20. L. 2015: Entire section amended, (HB 15-1170), ch. 224, p. 823, � 4, effective May 26.
22-2-133. Assessment and identification of students with literacy challenges including dyslexia - training and technical assistance - collaboration with higher education - report. (1) On or before August 1, 2008, as part of its responsibility for education standards and practice, the department may make available technical assistance and training concerning issues faced by students with literacy challenges, including dyslexia, to school districts, administrative units as defined in section 22-20-103 (1), residential treatment facilities, correctional facilities, and other local education agencies throughout the state. The provision of any technical assistance and training pursuant to this subsection (1) shall not preclude the department from using federal funds to implement such technical assistance and training. Any technical assistance and training provided shall include, but need not be limited to, the areas of awareness, assessment, identification, and evidence-based progress monitoring, and shall include scientifically based interventions to address the needs of students with literacy challenges, including dyslexia. Any technical assistance and training provided shall represent a tiered continuum of intensity for intervention consistent with the response to intervention model that school districts are required to implement no later than August 15, 2009, pursuant to rules adopted by the department.
(2) The department is encouraged to coordinate any technical assistance and training provided with current best practices and work occurring in teacher preparation programs at institutions of higher education. Where appropriate, the department is encouraged to provide technical assistance and training to school districts, administrative units, residential treatment facilities, correctional facilities, and local education agencies in a coordinated effort with teacher preparation programs at institutions of higher education. The department and institutions of higher education are encouraged to work collaboratively to develop or affirm minimum standards for teacher preparation programs in the areas of literacy assessment and instructional skills, including dyslexia awareness, identification, and remediation for general and special education.
(3) On or before January 30, 2009, and on or before January 30 each year thereafter, the department shall report to the state board of education and to the education committees of the house of representatives and the senate, or any successor committees, concerning the activities and status of any technical assistance and training made available pursuant to this section.
(4) As used in this section, unless the context otherwise requires:
(a) Literacy challenge means a situation where a student is experiencing difficulty in reading in phonemic awareness, phonics, vocabulary, fluency, or comprehension.
(b) Response to intervention means a model for education developed pursuant to rules adopted pursuant to the Exceptional Children's Educational Act, article 20 of this title, that promotes a well-integrated system connecting general, compensatory, gifted, and special education in providing high-quality, standards-based instruction and intervention that is matched to a student's academic, social-emotional, and behavioral needs.
Source: L. 2008: Entire section added, p. 1418, � 1, effective August 5. L. 2011: (2) amended, (SB 11-245), ch. 201, p. 848, � 5, effective August 10.
Cross references: For the legislative declaration in the 2011 act amending subsection (2), see section 1 of chapter 201, Session Laws of Colorado 2011.
22-2-134. Unique student identifier - early childhood education - rules. (Repealed)
Source: L. 2008: Entire section added, p. 783, � 2, effective August 5. L. 2014: (5) added, (HB 14-1298), ch. 244, p. 924, � 9, effective May 21. L. 2018: (2) amended, (HB 18-1141), ch. 59, p. 601, � 2, effective August 8. L. 2022: Entire section repealed, (HB 22-1295), ch. 123, p. 870, � 134, effective July 1.
22-2-134.5. Early childhood education programs - quality rating system - report. (Repealed)
Source: L. 2014: Entire section added, (HB 14-1298), ch. 244, p. 923, � 7, effective May 21. L. 2022: Entire section repealed, (HB 22-1295), ch. 123, p. 870, � 134, effective July 1.